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1

LEARNING TEACHER: ROLE OF AMBIGUITY IN EDUCATION

100%
Suzawa G. S.
Pedagogický časopis (Journal of Pedagogy)
|
2013
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vol. 4
|
issue 2
220 – 236
EN
Life is full of ambiguities, but as teachers we generally try to teach our students in a manner that sanitizes knowledge of all of its ambiguities. In doing so, we create an educational environment which forces students to learn in a rather meaningless fashion and this in turn leads to a lack of vitality and relevance within the academy. As teachers, we should reflect on the epistemological foundations of our theories of learning and teaching and to closely examine how our teaching devices and techniques adhere to our theories. Furthermore, we need to be receptive to making any changes in our theories and teaching practice that may be warranted by the critical and creative thinking process that we apply to our professional activities. This paper attempts to guide readers through such a reflexive thinking process by trying to loosely establish a relationship between the deep concept of ambiguity (uncertainty) and some of our theories of learning via the acceptance of the view that the ultimate foundation of all human knowledge is ambiguity. We create and establish the meaning of all of our knowledge via a process of self-referencing logos. An implication of the application of self-referencing logic is the notion that a teacher can simultaneously learn and teach (“the learning teacher”). Thus, this can serve as the basis for developing the model of the “reflexive practitioner” in the teaching profession.
2

NEJEDNOZNAČNOSŤ PRI PÍSANÍ NIEKTORÝCH TYPOV VLASTNÝCH MIEN

88%
Závodný A.
Slovenská reč (Slovak Language)
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2015
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vol. 80
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issue 1-2
73 - 94
EN
When writing certain types of proper names, some ambiguities that can be caused by several linguistic or non-linguistic factors occur in linguistic practice. Ambiguity can appear in the words and phrases, in which the boundaries between proper names and appellatives blur, and without the mastery of general knowledge about the object it is impossible to reliably determine whether it refers to a proper name or an object in general. Similarly, it is not always clear, whether the phenomenon is to be treated as a special event, or a general event, and whether descriptive names are proper names or not. In our language, however, it is likely to encounter with such proper names, the form of which is currently orthographically difficult to be rationalized. In addition to the above-mentioned issues, orthographic ambiguity, however, may also cause perceiving of some words in the language as proper names while other words in lexical stock with an analogous function are perceived as appellatives.
3

EFFECTIVE DECISION-MAKING: THE ROLE OF COGNITIVE COMPLEXITY IN STRATEGIC DECISIONS

75%
Iederan O. C., Curseu P. L., Vermeulen P.
Studia Psychologica
|
2009
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vol. 51
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issue 4
293-304
EN
The present study tests the mediating role of cognitive complexity in the relationship between a set of motivational attributes (self-efficacy SE, need for cognition NFC and tolerance for ambiguity TFA) and decision-making effectiveness. The model is tested using structural equation modelling in a sample of 59 Romanian entrepreneurs and the results support a partial mediation model. On the one hand, cognitive complexity partially mediates the relationship between self-efficacy and decision-making performance and on the other hand, cognitive complexity fully mediates the relationship between need for cognition and decision performance. The mediation hypothesis concerning tolerance for ambiguity is not supported.
4

RICŒUR AND THE PARIS SCHOOL: AN IMAGINARY ENCOUNTER ON THE NOTION OF INTERPRETATION

75%
Woo Y. S., Lee H.
Filozofia (Philosophy)
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2015
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vol. 70
|
issue 4
282 – 294
EN
Danica Seleskovitch and Marianne Lederer, the translation scholars of the Paris School who invented the Interpretive Theory of Translation (ITT), were intrigued by the use of the same notion of interpretation in hermeneutics, especially that by Paul Ricœur. Unfortunately, although an invitation was extended by the Paris School, an encounter between the two parties never came to fruition during Ricœur’s lifetime. In this paper, we attempt to imagine this unfulfilled encounter between Ricœur and the Paris School, and reflect on the convergence and divergence of their views on interpretation as applied in hermeneutics and Translation Studies. This paper shows the shared convictions and divergence between Ricœur and the Paris School, and focuses in particular on their opposing stands through several keywords: the object of interpretation, the scope of interpretation, ambiguity, communicator versus interpreter, and the hermeneutical circle. Finally, this paper attempts to situate the ITT within the history of hermeneutics.
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